Development and Preliminary Evaluation of a Patient-facing Educational Video About Live Kidney Donor Surgical Complications

Abstract

Background. Living kidney donation (LKD) improves transplant access; however, its use is compromised, in part, by individuals’ unaddressed concerns about perioperative complications. Methods. We developed an animated, patient-centered educational video about LKD surgical complications, with input from experts in transplantation, communication, and anthropology, 35 patients/care partners (5 LKD candidates, 5 prior LKDs, 10 kidney transplant recipients, 10 kidney transplant candidates, 5 care partners), and 1 community advocate. We then conducted an online pre-post study with 24 potential kidney donors and recipients to measure the video’s acceptability and feasibility to improve donation complication knowledge and concerns. Results. Knowledge of LKD surgical complications increased 23% (mean 5.7 to 7.0, P < 0.01) from pre- to post- animation viewing. Large knowledge effect size increases were observed for different levels of age, race, health literacy, and technology access. The frequency of positive responses about donation safety increased from 88% preanimation to 96% postanimation. Concerns about surgical complications remained at 17% before and after exposure. After viewing the animation, over 90% indicated positive ratings on ease of watching, understanding, and engaging. Conclusions. An animated educational video about LKD surgical complications was developed in collaboration with multiple stakeholders. The video was well received and promised to positively impact individuals’ knowledge and concerns.

Using Community-Based Participatory Research to Create Animated Videos to Attenuate Disparities in Access to Kidney Transplant Information

“…Design of the new animations employed the same 2-dimensional format and theory-driven approach used to make the original videos, found in previous literature. 12,14 Briefly, we used elaboration theory (eg, main concept supplemented by other facts added just in time), health communications best practices (eg, plain language, conversational style, and active voice), multimedia learning theory (eg, synchronized audio with images, signaling), and a self-efficacy framework (ie, representative characters, modeling, positive framing, and autonomy-supportive communication).…”

“…The proposed intervention (named KidneyTIME) [10][11][12]14,15,18 leveraged animated video education about kidney transplantation and living donation. It was funded, and we developed it with community members' continued participation as contributors with a high degree of involvement.…”

“…Four original videos, which describe kidney transplant medical evaluation, 11 waitlisting, 11 allocation, 10 and deceased-donor quality ratings, 15 were considered useful in this context. The other 13 videos about living kidney donation 12,14 were considered useful after a person was certain that they wanted a kidney transplant. Eight new animations were created to address the identified information needs.…”

“…We recently developed an animated video curriculum (Kidney Transplant and Donation Information Made Easy , KidneyTIME) using a theory-based, evidence-based, and personbased approach that was designed to influence the behavior of diverse patients and social network members presenting to a kidney transplant center to increase waitlist placement 10,11 and participation in living donor kidney transplantation. [12][13][14][15] Community member input obtained during the video development and preliminary evaluation process indicated the need to add content geared to kidney failure patients in early phases of the referral-evaluation-listing-transplant pathway and to ensure suitability of the video education for Black and Hispanic individuals in our community. We report the process and outcome of the refinement of the KidneyTIME curriculum using a participatory and iterative process with input from the community members and other stakeholders, such as medical providers, dialysis center staff, and other patients/caregivers, resulting in additional early transplant phase content and a program experience that was specified and adapted with the intended community.…”

Feasibility of providing web‐based education to patients prior to kidney transplant evaluation

“…[16][17][18][19][20][21][22][23] The videos were made available for the quality improvement project over a 6-month period. The video content included 12 videos that describe the live kidney donation process, benefits, and risks, 16,24 two videos that describe kidney transplant evaluation and listing, 19 one video about kidneys with risk factors for blood-borne disease transmission, 21 and two videos each covering deceased-donor kidney allocation 17 and the Kidney Donor Profile Index. 18 To deliver and track individual use of the educational videos, a commercial software company was used.…”